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Att tycka och tänka demokratiskt: Historieundervisningens dubbla uppdrag
Örebro University, School of Humanities, Education and Social Sciences.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to examine how citizenship education may take place within the subject of history in Swedish upper secondary school. This is done by using discourse analysis of the so called formal curriculum, involving national governmental documents. The analysis is executed within a curriculum theoretical framework. A consequence of this is an understanding of history’s citizenship education as dependent on competing economic, social and political imperatives in society as a whole. The study also contributes with a subject specific didactical analysis on how to transform the discourse to actual citizenship education within the subject of history. The results show that history’s citizenship education in the formal curriculum is expressed as involving both development of values and subject specific knowledge. The subject specific knowledge is, in the examined documents, furthermore described as bearing democratic potential in the sense that it creates students with a critical and reflective understanding of history and society as a whole. Historical subject knowledge can therefore serve as a powerful tool for an active future citizenship.

Place, publisher, year, edition, pages
2018. , p. 34
National Category
History
Identifiers
URN: urn:nbn:se:oru:diva-67355OAI: oai:DiVA.org:oru-67355DiVA, id: diva2:1221499
Subject / course
Historia; Historia
Supervisors
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-20Bibliographically approved

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Citation style
  • apa
  • ieee
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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